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Understanding Communities, Cultures and Identities

Price: £39.95
Age Range: KS3 KS4

Comprehensive coverage of this key area of Citizenship enables your students to develop an individual and global sense of identity and belonging, and encourages them to actively involve themselves in their own community.

Topics include: What is a community?; Design a community; Faith in the community; The monastic life; the Kibbutz; The elderly; Disability and mental illlness; Childrens rights; Occupations within the community; Local, National and World communities; Multicultural UK; Individual and community pride; Positive contribution; Your place in the community; Changes in the community; Community action; Child sex offenders; Teenagers; Working together; Community of the future; When a community dies.

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Size: 62 Pages
ISBN: 978 1 86025 500 7
Author(s): Laura Marshall
Code: UCCA
Popularity rank: 152

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Contents List

LESSONS

  • 5 GENERAL GUIDELINES
  • 6 WHAT IS A COMMUNITY? Successful students define what is meant by the term 'community' and recognise features of their local community.
  • 8 DESIGN YOUR OWN COMMUNITY Students explore what is and is not desirable in a community through creating their own ideal.
  • 10 MY COMMUNITY - A PROJECT Students plan a project on an aspect of their local community that interests them.
  • 12 OUR FAITH MAKES A DIFFERENCE! Students examine how beliefs can affect how people contribute to their community.
  • 14 MANY FAITHS AND NONE! Students understand how peoples of different faiths and those with no faiths can work together for the good of a community.
  • 16 TRANSFORMING THE LOCAL AREA Students consider how transformation of a local area can result in changes for the people who live there.
  • 18 GROWING OLD Successful students will recognise some of the problems faced by the elderly in Britain in the 21st century.
  • 20 LIVING AND LEARNING TOGETHER Students examine attitudes to those with disabilities in the community and, in particular, identify the important issues for students with disabilities.
  • 22 OUR RIGHTS! Students will recognise the rights of children in the worldwide community.
  • 24 JOBS Students assess the contributions to community life made by people in different occupations.
  • 26 THE WORLD COMMUNITY Students explore interdependence of and links between the individual, local, national and world communities.
  • 28 TAKE PRIDE! Students understand how school fits into the local community.
  • 30 BRITAIN: A MULTICULTURAL COMMUNITY Successful students will recognise the diversity of cultures in the UK and understand the benefits that different cultures bring.
  • 32 MAKING IT BETTER Students are encouraged to become aware of issues in their local community and to become involved in improving their community.
  • 34 OUR COMMUNITY Students explore the meaning of the term 'community' and look at the wider local community.
  • 36 MY IDEAL COMMUNITY Students identify and explain the elements of their ideal community.
  • 38 MY PLACE IN MY COMMUNITY Students identify their place in their local community and see ways in which they could contribute.
  • 40 CHANGES Students will recognise the changes that can occur in the community and the impact that these changes can have.
  • 42 A VOICE Students will recognise how their views can be represented at all levels, from school to locally and nationally.
  • 44 COMMUNITY ACTION Students evaluate strategies for tackling unfair treatment and assess the role of pressure groups in influencing local issues.
  • 46 THE MENTALLY ILL IN THE COMMUNITY Students examine and evaluate commonly held views on mental illness.
  • 48 NAME AND SHAME? Students analyse the debate surrounding the issue of child sex offenders living in the community and then argue for or against their inclusion in the community.
  • 50 TEENAGERS: WHAT CAN THEY GIVE? Students list some of the positive contributions young people can make to the community and put forward an argument in defence of teenagers.
  • 52 WORKING TOGETHER Students show how communities can work together for change.
  • 54 THE GLOBAL COMMUNITY Students recognise the importance of countries in the world working in collaboration.
  • 56 WELCOME! Students analyse their own attitudes to race and explore the arguments against common myths about race.
  • 58 COMMUNITIES OF THE FUTURE Students synthesise their ideas on communities through listing their hopes for the communities of the future.
  • 60 DEATH OF A COMMUNITY? Students explore the changes that can occur when a traditional community breaks down and is replaced by a modern one.

APPENDICES

  • 62 APPENDIX 1 - PLANNING YOUR RESEARCH PROJECT
  • 63 APPENDIX 2 - IS THAT JOB IMPORTANT?
  • 64 APPENDIX 3 - INFORMATION ON MULTICULTURAL BRITAIN
  • 65 APPENDIX 4 - INDIVIDUAL ACTION
  • 66 APPENDIX 5 - MENTAL ILLNESS IN THE COMMUNITY
  • 67 APPENDIX 6 - WHAT IS TO BE DONE?
  • 68 APPENDIX 7 - IS IT TRUE?
  • 69 APPENDIX 8 - ERIC'S VIEWS
  • 70 APPENDIX 9 - THE END OF A MINING COMMUNITY

Reviews

08/12/02

Keren Lewin at Community Development Trust Activities

Living in an area that will be undergoing vast regeneration changes, and having seen the underlying worry that it is causing. I cannot imagine anything more suitable than these worksheets for the younger people in the area/schools. Indeed some of them I would imagine can be adapted for adults and training classes to work alongside neighborhood panels and neighborhood management teams
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